![]() Tape the sheets in random order around the room – or have your students do it! I travel between rooms so I usually just set the sheets and a few things of tape by the door. Print the file and cut the sheets in half. Now that you get how to use it, I wanted to talk about how I set it up and intro this with my students. Seriously, the possibilities are endless. My Directions Interpretive Activity with QR Codes follows this same concept, only instead of reading the prompt they scan it with a device and follow instructions from there on an interactive map. In this family vocabulary set, they read a short sentence describing a family member and have to figure out who it could be. My adjective agreement set has “dead ends” built in that redirect students if they make a common error. The visual below may help! In this particular activity, students look at an image showing what the weather is like, then describe the image in a sentence. Depending on how well the students know the material, or how difficult the prompts are, this can take them between 25-40 minutes. Most of my activities are 25 prompts, but some are smaller by necessity ( Spanish-speaking flags and countries has 22, weather has 9). You can make this circle as big or as small as you want. This continues until students find the prompt that leads them back to where they started (thus Círculo ). ![]() Look at the prompt on the bottom of the new page, record their answer, then find the next sheet.Find their answer on the top of a new page.Read a prompt at the bottom of a starting page.Students can start at any page around the room.In the most general way possible, here’s how to do this activity: ![]() It’s more reading and writing based, but there’s also no waiting involved! How does ¡Corre en Círculos! work? It’s not quite the same as “I Have Who Has” or “Chain Reaction” because there’s no speaking or listening involved (although I’m working on an idea that I might test drive this year). I just wanted to figure out a way to make it more active. I still liked the idea of one thing “triggering” the next answer or action. Some students liked it, but the overwhelming reaction was, “Please let’s never, ever do that again.” Okay, clase. As a teacher, I witnessed boredom, stress from my students that were anxious about missing their turn, and impatience. I decided to try a “Chain Reaction” with my classes. I remember liking it when it was my turn, but waiting impatiently and (mildly) inattentively for my turn to come around.įast forward about 15 years to teaching high school Spanish. We would do it with rhythms, one student clapping a rhythm and another student clapping it back. The first time I remember doing “I Have Who Has” as a student was in elementary school, in music class. If you keep them in mind you’ll catch onto this quickly! If you have played “I Have Who Has” or “Chain Reaction” it is similar. ¡Corre en Círculos! is an activity that to review or practice with my students.
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